2. Differentiated Instruction and Flexible Grouping Kimberly A. Mearman

3. Welcome Look at the front of your packet and find a shape Find your group by looking for others with the same shape Find two things everyone in your group has in common Write the two common things on the chart

4. What Is Flexible Grouping? Silently for 2 minutes put down your ideas about what flexible grouping is and is not on the concept diagram For 10 minutes discuss your ideas with your group. Add any new information to the concept diagram With your group develop a definition of flexible grouping Be prepared to share with the whole group

5. What Is Flexible Grouping? Groups that are diverse in make-up and account for individual differences Groups that are constantly changing to fit a specific purpose Flexible grouping is part of a differentiated classroom

6. Who Is Involved With Flexible Grouping? Everyone! Flexible grouping is designed to accommodate all learning styles, all learning levels, and all learning needs

7. Where Do You Do Flexible Grouping? In classrooms In workshops In meetings Anywhere people come together to work on a task or learn new information

8. When Do You Do Flexible Grouping? Throughout the day Even whole class is in essence a form of flexible grouping

9. Why Flexible Grouping? It allows for various levels of ability and diversity without creating distinctions It promotes interaction and empowers students It promotes student-driven instruction It promotes the use of multiple intelligences

10. How Do You Organize Flexible Grouping? Understand the various types of groups and their purposes

11. Common Forms of Grouping Cooperative grouping –3-4 students –Student-directed –Mixed ability Be strategic with group make-up Avoid putting very high with very low Set some time to teach students to work cooperatively, don’t assume students know how to work together

12. Common forms of grouping Partner –2-3 students –student-directed or teacher-directed –mixed or leveled Be strategic with partner make-up Avoid putting very high with very low

13. Common forms of grouping Ability or Tiered –no set amount of students –usually teacher-directed –leveled grouping by a specific skill Avoid always using the same focus to make up group Avoid labeling groups with labels that can indicate order (e.g. 1,2,3 or a,b,c) Use some knowledge of multiple intelligences to help create new ideas for leveling

14. Common forms of grouping Compacting –no set amount of students –leveled grouping by a specific skill –usually teacher-directed –criteria for compacting much information is already known on the topic determine what is unknown and cover just that material use with enrichment or accelerated study

15. Common forms of grouping Mixed/Random –no set amount of students –student-directed or teacher-directed –arbitrary mix use fun techniques to mix up students, such as, find some who…

16. Common forms of grouping Interest –no set amount of students –student-directed or teacher-directed –students self-select by topic or project to avoid students from selecting by basis of membership, have students fill out a slip privately sometimes it’s okay to be in a group with your friend

17. Common forms of grouping Learning Styles –no set amount of students –usually teacher-directed –groups are determined by learning profiles modality preferences work habits multiple intelligences preferences for learning environment

18. Common forms of grouping Jigsaw-topic related –no set amount of students –student-direct or teacher-directed –can be done as cooperative learning –groups are determined by topic can be used to cover much material always try to keep a common link (objective, product, materials, format) always bring back together (liken it to building a puzzle with all the pieces)

19. How do you organize flexible grouping? Understand the various types of groups and their purposes Develop the lesson

20. Designing a lesson Content/objective –know what you are going to teach Readiness/Assessment –know where your students are currently functioning Process –know how you are going to teach it Product –know how the students will express their new learning

21. Designing a lesson Begin your planning with your objectives ALLKnow what you want ALL students to learn MOSTKnow what you want MOST students to learn SOMEKnow what you want SOME students to learn –some students need beyond the curriculum –some students need basic skills –some students have IEPs

22. Designing a lesson When designing a lesson for flexible grouping ask these questions What is my purpose for the lesson? Is this student-directed or teacher-directed? Has the membership changed from the last grouping? What is the common thread with all the groups? What is the distinction with each group?

23. Designing a lesson Keep the same objective for each group –change materials and/or –change process and/or –change product Ideas for managing multiple groups

24. Designing a lesson Keep the same materials for each group –change objective and/or –change process and/or –change product Ideas for managing multiple groups

25. Designing a lesson Keep the same process for each group –change objective and/or –change materials and/or –change product Ideas for managing multiple groups

26. Designing a lesson Keep the same product for each group –change objective and/or –change materials and/or –change process Ideas for managing multiple groups

27. How do you organize flexible grouping? Understand the various types of groups and their purposes Develop the lesson Plan your classroom management

28. Classroom Management Classroom management is the key to success Preplan how your grouping will look Consider a method for students to seek help when you are working with a group so you are not interrupted Establish classroom rules that work with grouping Avoid reward systems that promote competition

29. Classroom Management Teach students how to work in groups How to compromise –develop new idea –merge ideas –fair way of determining who’s idea to use How to have consensus –Everyone can live with it How to positively support each other

30. Classroom Management Team Building Have fun team building activities –use them whenever establishing a longer term grouping, especially if student-directed make a group flag find something in common group name and logo Take time to discuss problems –use a no name rule with –problem solve with students, not for students

31. Classroom Management Communication Listening –look at speaker –ask questions Brainstorming Disagree with ideas, not people Use positive comments –cheerleader or encourager

32. Classroom Management Cheerleader or Encourager –cheers group Facilitator or Organizer –helps group get organized Recorder Gatekeeper –keeps group focused Time keeper Use Roles for Students

33. Classroom Management Ideal for co-teaching experiences Paraprofessionals can help facilitate or help with classroom management Parent volunteers can help, especially with hands-on activities Older students can also help Ideas for managing multiple groups

34. Make Flexible Grouping Your Teaching Style And don’t forget to have fun with it